‘I hear and I forget. I see and I remember. I do and I understand.’– incorporating high-fidelity medical simulation into the undergraduate nephrology course

Figures & data

Figure 1. Medical simulation scenarios conducted as a part of undergraduate nephrology course by the Department of Nephrology, Hypertension and Kidney Transplantation of Medical University of Lodz.

Table 1. General characteristics of the study population.

Characteristic	Category	N	%	Mean ± SD
Gender	male	37	35.9
	female	58	56.3
	missing data	8	7.8
Total		103	100
Age				23.9 ± 1.03

Table 2. Results of the Satisfaction with Simulation Experience Scale (SSES) in the study group (N = 103) and percentage of participants that answered ‘strongly agree’ and ‘agree’ in the particular question.

Item	Mean ± SD	Strongly agree [%]	agree [%]
I Debriefing and reflection	4.43 ± 0.78
The facilitator provided constructive criticism during the debriefing.	4.56 ± 0.82	70.9%	19.4%
The facilitator summarized important issues during the debriefing.	4.56 ± 0.84	71.8%	17.5%
I had the opportunity to reflect on and discuss my performance during the debriefing.	4.45 ± 0.93	64.1%	25.2%
The debriefing provided an opportunity to ask questions.	4.65 ± 0.82	79.6%	11.7%
The facilitator provided feedback that helped me to develop my clinical reasoning skills.	4.47 ± 0.96	68.9%	16.5%
Reflecting on and discussing the simulation enhanced my learning.	4.21 ± 1.00	50.5%	30.1%
The facilitator’s questions helped me to learn.	4.11 ± 1.05	43.7%	36.9%
I received feedback during the debriefing that helped me to learn.	4.28 ± 0.97	52.4%	32.0%
The facilitator made me feel comfortable and at ease during the debriefing.	4.57 ± 0.82	71.8%	18.4%
II Clinical reasoning	4.32 ± 0.70
The simulation developed my clinical reasoning skills.	4.35 ± 0.81	51.5%	35.9%
The simulation developed my clinical decision making ability.	4.32 ± 0.84	51.5%	33.0%
The simulation enabled me to demonstrate my clinical reasoning skills.	4.22 ± 1.00	49.5%	31.1%
The simulation helped me to recognize patient deterioration early.	4.14 ± 0.86	40.8%	35.9%
This was a valuable learning experience.	4.63 ± 0.75	74.8%	17.5%
III Clinical learning	4.39 ± 0.73
The simulation caused me to reflect on my clinical ability.	4.62 ± 0.63	68.9%	25.2%
The simulation tested my clinical ability.	4.47 ± 0.87	65.0%	22.3%
The simulation helped me to apply what I learned from the case study.	4.13 ± 1.03	46.6%	31.1%
The simulation helped me to recognize my clinical strengths and weaknesses.	4.33 ± 0.97	58.3%	26.2%
Total	4.39 ± 0.69

Table 3. Reliability coefficient (Cronbach alpha) for particular parts of Satisfaction of Simulation Experience Scale (SSES) in the study group.

Part of the SSES	Cronbach alpha
I Debriefing and reflection	0.95
II Clinical reasoning	0.86
III Clinical learning	0.84

Figure 2. Benefits of simulation module in nephrology defined by students regarding clinical practice and social competence and the number of statements in which those codes were identified.

Data availability statement

The data underlying this article will be shared on request to the corresponding author.